Student:______________________ Date:______________________ Teacher: Marijana Nikolic

THE CREATION OF THE SOLAR SYSTEM
By: tijana sekulic Source: http://www.nhm.ac.uk/print-version/?p=/nature-online/space/planets-solar-system/formation/index.html

Vocabulary
Directions: Study the following keywords and definintions.
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. gigantic -(adj) - Huge; amazingly big.* -ogromno Milky Way -(n) - The galaxy. nebula -(n) - A cloud of gas in space. perhaps -(adv) - Possibly; maybe. -možda reaction -(n) - An action that is caused by another action. similar -(adj) - Having a resemblance to another.* 'slično solar -(adj) - Related to the sun.* technology -(n) - Knowledge of machinery, computers, etc. exploding -(v) - To cause to burst in pieces by force from within. collapsed -(v) - Fall down.* - urušilo se, palo dense -(adj) - Large amounts of something in a limited space. - gusto prevented -(v) - Stop something from happening. - sprečiti accumulation -(n) - The act of gathering and piling up something. - nagomilavanje formed -(v) - To make something and give it a shape or organization. rotation -(n) - Turn a shape around a point.

Which words are the hardest? Focus on the tough ones!
Use some of these words to talk about the video you have seen. Ask your teacher questions about the parts you find difficult to understand!

Reading
Directions: Read the following passage carefully.
http://www.nhm.ac.uk/print-version/?p=/nature-online/space/planets-solar-system/formation/index.html

How did the solar system form?
The solar system formed around 4.5 billion years ago from a huge swirling cloud of dust. We know this because advances in technology, such as the Hubble telescope, have allowed us to look deep into space to observe the birth of stars similar to our Sun.

A HUGE CLOUD OF DUST
Throughout the Milky Way, and other galaxies like it, there are gigantic swirling clouds of dust and gas known as

nebula. It is within nebula that stars are born. Our star, the Sun, was created in one such nebula.
Something, perhaps the shock wave from an exploding supernova (dying star) triggered dust particles to be drawn together to form a dense spherical cloud. The accumulation of dust set off a chain reaction. As the core of the cloud attracted more dust, its gravitational pull increased. More and more dust was sucked in and the cloud collapsed in on itself. As this happened, the rotation of the cloud increased in speed, as happens when spinning ice skaters pull in their arms. The rotational forces at the equator of the cloud prevented dust along this plane being drawn in, causing the cloud to flatten into a disc spinning around a dense core.

A STAR IS BORN
As more and more mass accumulated at the centre of the disc, the temperature increased dramatically. A pillar of dust and gas Eventually there was enough energy to set off nuclear reactions. Hydrogen atoms fused to form helium, releasing in the Orion Nebula. enormous amounts of energy in vigorous bursts. This marked the birth of the Sun, although it would take between one and 10 million more years for it to settle into the main sequence star recognisable today.

What is born in nebula? . which in turn stuck together to form rocks. formed in the flat plane of the spinning disc of dust. new stars being born the same way. 3) The temperature increased and set off nuclear reactions. Electrostatic forces or sticky carbon coatings made dust particles stick together to form clusters. and other extraterrestrial objects such as asteroids. and these rocks 1) formed planets. Identify 2 details that are not very important to the main idea of the passage. 4. 2) Write 1 brief paragraph summarizing the main idea of the passage. eventually to form planets. Comprehension Questions Directions: Read the following questions and answer each one to the best of your ability. which we now know because the Hubble telescope enabled us to see similar phenomena. due to electrostatic forces which made dust particles stick together. The planets and other bodies formed around it. Use the important details to support your discussion of the main idea. This 'coming together' of material is a process known as accretion. 2) The shockwave from supernova probably triggered the dust particles to be drawn together and set off a chain reaction.5 mil years ago out of a huge swirling cloud of dust. 1. When and how did the Solar System form? The Solar System formed about 4. Mutual gravity caused these rocks to come together. Accretion is a process of coming together of the material.5 million years ago out of a Identify 3 important supporting details that contribute to the main idea of the passage.THE FORMATION OF THE PLANETS The planets. 1) The Solar System formed 4. 2. What is nebula? Nebula is a huge cloud of dust in the Universe.the Sun. turning hydrogen into helium which gave birth to a new star . 3. How do we know this? We know this because the Hubble telescope enabled us to see such phenomena going on now. huge swirling cloud of dust (nebula).

What did the accumulation eventually cause The accumulation eventually caused the cloud to collapse in on itself. What was the result? The result was that the cloud of dust flattened around the dense core. Why did the gravitational pull increase? The gravitational pull increased because the core had attracted more and more dust. Why did the temperature increase so much? The temperature increased because more and more mass accumulated at the centre. How was helium formed? Helium was formed by fusion of hydrogen atoms. What is supernova? Supernova is a dying star. 13. 12. 14. What was the result of such temperature increase? The result was a set of nuclear reactions. 7. 5. 11. 9. 16. . What triggered the dust particles to be drawn together? It was probably the shock wave from the supernova that triggered the dust particles to be drawn together. 8. 10. 15. What did the dust particles then form? The dust particles then formed a dense spherical cloud.Stars are born in nebula. What did the accumulation of dust set off? The accumulation of dust set off a chain reaction within the cloud. 6. Why did the rotation speed increase? The rotation speed increased because of this collapse. What prevented the dust being drawn in? The rotational forces at the equator of the cloud prevented the dust being drawn in.

How did the planets and other extraterrestrial objects form? The planets and other extraterrestrial objects formed in the flat plane around the spinning disc. 20. What did this reaction release? 19. What did this reaction release? This reaction released bursts of energy. 21. The Sun in the middle with eight rocks around it . ". 24. How did planets form? Mutual attraction drew rocks to each other which led to formation of planets. Draw a series of pictures to show actions described in the reading.the Solar System. How did rocks form? Clusters stuck together to form rocks. 18.17. 22. What made dust particles stick together to form clusters? Electrostatic forces made dust particles stick together to form clusters. How much longer did it take for the Sun to become the star we know today? It took another 1 10 mil years for the Sun to become the star we know today. What is accretion? Accretion is the coming together of the material. Swirling cloud of dust The Sun in the middle of the flat plane of cloud. / It took another 1 to 10 mil years. 23. Focus on Grammar .

This food is salty. just as in the models. As a main verb showing possession: "He has a new book. stick + y = sticky Directions: Fill in the blanks below. Word Roots & Stems Rule: The suffix y changes a noun into an adjective. dirty dirt + y Her room is not clean . sleep+y sleepy ____________ ________________________________________________ Beard is the hairy part of a man's face. She is eighteen. He has a new book.it's dirty." 2. To show a requirement. / Do you have to do it? Directions: Identify how the have is used in the sentence(s) below 1. We know this because advances in technology. but not older. such as the Hubble telescope. sun+n+y sunny ____________ ________________________________________________ Vocabulary Practice FILL IN THE BLANK Directions: Use the word bank to identify the word that best completes the sentence. hair+y hairy ____________ ________________________________________________ It is sunny today.(negative form) The advances in technology haven't allowed us to look deep into space. You have to do it. They haven't eaten. have allowed us to look deep into space to observe the birth of stars similar to our Sun. 4. salt+y salty ____________ ________________________________________________ cuddly (cuddle -e) + y She's a cuddly puppy... such as the Hubble telescope. which in turn stuck together to form rocks. You don't have to do it. gigantic solar accumulation Milky Way technology formed nebula exploding rotation perhaps collapsed reaction dense similar prevented 1. The bottle of cola _______________ in the freezer. ? (question form) Have the advances in technology allowed us to look deep into space. _______________ twenty. 2. Does he have a new book? 2. Have they eaten? 3. To show a perfect tense:"They have eaten. He doesn't have a new book. . like dirty ." 3.The verb "has" is used in three ways: 1. 1.. . They have eaten. 2. He is sleepy. Directions: Identify the word that ends with -y in each sentence and write it on the line. The telescope could not see through the _______________. have allowed us to look deep into space to observe the birth of stars similar to our Sun.. 3. similar to 'must' :"You have to carry a passport to enter another country. We know this because advances in technology. The building _______________ in the earthquake." How is "have" used in the sentence(s) below? Remember! 1. Electrostatic forces or sticky carbon coatings made dust particles stick together to form clusters .

The _______________ flares disrupted cell phones. L. 19. _______ A cloud of gas in space. _______ Large amounts of something in a limited space. 11. The _______________ of wisdom takes many years. _______ To cause to burst in pieces by force from within. F. 20.* 28. C. His park is enclosed by a _______________ iron fence. G. J. 22. E. computers. 13. feel free to also draw a line between the definition and the matching word. 25. 21.. 6.The Portrait of a Lady 10. _______ Possibly. maybe.H. _______ Stop something from happening. If it helps. New York City has a _______________ population. MATCHING Directions: Write the letter of word that matches the definition on the line. Computer _______________ improves every year. gigantic Milky Way nebula perhaps reaction similar solar technology exploding collapsed dense prevented accumulation formed rotation WRITE YOUR OWN SENTENCES Directions: For each of the words in the box. _______ Fall down.* 24. _______ To make something and give it a shape or organization. James . . N. but an _______________ of ear wax only takes a few days. O. 8. 12. _______ Huge. _______ Related to the sun. I. write an original sentence using the word. _______ Turn a shape around a point. M. 23. gigantic solar accumulation Milky Way technology formed nebula exploding rotation perhaps collapsed reaction dense similar prevented . 29. 9. _______ Having a resemblance to another. 30. _______ The galaxy. some thirty miles round. Be sure to write a sentence that would help the reader better understand the meaning of the word. 16.. _______ The act of gathering and piling up something. Her scream was a _______________ to his stepping on her foot. 7. H. B. 27. _______ An action that is caused by another action.* 26. Her nose is _______________ to her mother's. The locked door _______________ her from going in. etc. D. The workers _______________ a union. amazingly big. _______ Knowledge of machinery. 17. A.5.* 18. K. Circle the vocabulary word in each sentence.

32. 42. 45. 33. 41. 40. 34.31. 43. 37. 36. 38. . 35. 44. 39.

Depending on the population: Read the entire passage aloud. solar 13. Milky Way 8. Give students need time to work on completing their own practice sentences for the grammatical structure. perhaps 10. Students will be able to demonstrate comprehension of the passage by answering questions which require basic understanding and interpretation of the content. individual and choral repitition. collapsed 5. to learn from the original material in english independently Standards addressed: Vocabulary: 1. but also include the vocabulary from the lesson in their sentences. Invite early finishers to put their sentences on the board or challenge them to not only use the grammar structure. . Students will write 5 original sentences using simple_present. formed 3. Share ALL Students will read the passage or follow along as the passage is read. Ask students to complete the questions by doing Think. ALL Students will be able to increase their understanding and awareness of the new words. explain the definition. reaction 11. technology 14. Reading & Comprehension Questions Students will read the passages of and demonstrate comprehension of the content by question. Review defintions Sample Questioning: In your own words. exploding 15. ALL Students will be able to demonstrate an increased mastery of the grammar structure by independently writing sentences that correctly employ simple_present. Who can think of a time when this word might be used? Can you use this word in a sentence? What’s the antonym (opposite) of this word? When appropriate. Instruct students to read the passage silently and complete the questions independently. ALL Students will strive to demonstrate comprehension of the passage by answering the questions. associate a visual image to cue to understanding of the word. prevented Activity Description Differentiation Guide Assessment Introduction of vocabulary Introduce the new words from the vocabulary list in above (see Objectives) by modeling pronunciation. Grammar Students will review the usage of and then identify simple_present in sentences from the reading. pronounce. to model phrasing and fluency. similar 12. Pause at key moments and model good reading strategies through a think aloud. give different types of learners an opportunity to write down the new words. Pair. or develop a physical action to increase the student’s ability to remember the new words. nebula 9. Ask students to volunteer to read parts of the passage aloud.SOME Students will be asked to orally demonstrate knowledge of new words. SOME students will be given an opportunity to share their answer aloud. accumulation 2. dense 6. while working with students who need more literacy help. rotation 4. and use the words in the vocabulary list below. gigantic 7.LESSON: Aim:to learn of the various theories of the creation of the solar system Grade: 9 Subject: Prepared by: Marijana Nikolic Objectives: Students will be able to understand.

have students work in pairs or small groups. 1 question about what they learned.e. Example quick assess: 3 new pieces of information from text.. -3 J. ALL Students will increase their familiarity with the new vocabulary and their ability to successfully use these new words in context. Students complete this section of worksheet independently prior to group review of the answers. -10 B. ALL students will be able to recognize the suffix -y and understand The suffix y changes a noun into an adjective. Practicing New Vocabulary Students will be given a chance to practice applying new vocabulary by completing cloze sentences. like dirty. -11 L. The summary can be completed as quick discussion or by asking student to summarize in their notes. -15 N. which was used in the reading. Summary Instructor will review the objectives of the lesson with the class a whole. -6 C. -2 K. -7 M. Students may benefit from having time to complete this portion of the worksheet individually or in pairs. -14 I. -1 E.Word Building: Roots and Stems Students will be encouraged to take away a word-attack strategy from this lesson by reviewing -y. -12 H. -9 O. flash cards). -8 G. -13 . -4 D. When appropriate. 2 new words. Fill-in-the-blank Answer Key: 1) perhaps 2) collapsed 3) exploded 4) nebula 5) reaction 7) prevented 8) similar 9) formed 10) gigantic 11) dense 12) solar 14) technology 15) accumulation Matching Answer Key: A. -5 F. Students who get more than two of the cloze sentences wrong should be asked do other reinforcement (i.

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